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Mathematics Teaching Plan for Grade Two

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Mathematics Teaching Plan for Grade Two

L*** 21-11-10 Teaching plan

Teaching content: P6~P7 of the first unit of the second year volume I of Beijing Normal University version

Teaching objectives:

1。 Knowledge goal: let students solve simple problems by multiplication, further understand the relationship between addition and multiplication, and deepen the understanding of the meaning of multiplication.

2。 Ability goal: be able to list multiplication formulas according to specific situations, and develop students' reasoning ability.

3。 Emotional attitude goal: let students realize that there is mathematics everywhere in life in the situation, and stimulate students' interest in learning.

Teaching objectives:

1. Through specific situations, further understand the meaning of multiplication and the relationship between multiplication and addition.

2. Cultivate children's ability to extract mathematical information from specific situations and make inferences and generalizations.

3. Feel the simplicity of multiplication in the real experience of solving problems, get a successful experience, and improve the interest and enthusiasm of learning mathematics.

Teaching emphasis: the sum of several identical addends is directly expressed by multiplication.

Teaching difficulty: Explain the reasons for the multiplication formula from the perspective of the meaning of multiplication.

Teaching class hour: 1 class hour

Teaching preparation: courseware "wall chart with several building blocks" or courseware animation display.

Teaching process:

1、 Situational elicitation

The courseware shows a pile of neatly placed blocks. The teacher follows the trend and asks, "How can we count so many blocks quickly and accurately?" (blackboard writing: how many blocks are there?)

2、 Problem solving

1. Students can calculate the number of blocks in their own way.

2. Group communication: How do you count? What does each number in the formula mean?

3. Report the situation. Addition multiplication

5+5+5+5+5+5+5+5=35 (persons) 5 × 7=35 (persons)

7+7+7+7+7=35 (persons) 7 × 5=35 (persons)

4. Which calculation method do you like? Why? (Most students prefer multiplication)

Therefore, it is concluded that it is much easier to use multiplication directly, because multiplication is a simple operation of addition.

5. What do you find from the two multiplication formulas above?

The two multipliers are shifted back and forth with the product unchanged.

3、 Consolidate application

Complete questions 1, 2, 3 and 4 in "Practice".

Requirements: 1. Independent reading and formula calculation;

2. Students exchange the meaning of each multiplier in each multiplication formula;

3. Report and revise the answers.

4、 Summary: What have we learned today?

"Meaning of multiplication", "Interchangeability of multipliers in multiplication expressions", "Relationship between multiplication and addition"

5、 Homework: Textbook P11 "Practice" questions 1, 2 and 3.

Appendix; 1 Compulsory education curriculum standard experimental textbook Mathematics Teacher's Teaching Book

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